ABSTRACT Multi-institutional STEM reform networks have become a popular way to address the challenges facing undergraduate STEM education. Despite an intuitive sense that networks are effective reform mechanisms, few empirical research studies have investigated their impact. This qualitative case study examined the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of 38 universities that seeks to advance undergraduate STEM education through the preparation of future faculty. Using a case study design involving qualitative network maps and semi-structured interviews, this study investigated the inter- and intra-organizational boundary-spanning behaviors of key institutional representatives who link their campus to the CIRTL Network. Findings indicate that institutional representatives engaged in finding, diffusion, translation, and gaining institutional support behaviors in service to enhancing and expanding their local CIRTL programming. Results and a proposed boundary-spanning framework demonstrate the potential that such behaviors have in helping to advance post-secondary STEM education.

中文翻译：

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通过跨越关键边界的个人了解多机构 STEM 改革网络的影响

摘要 多机构 STEM 改革网络已成为解决本科 STEM 教育面临的挑战的流行方式。尽管直觉上认为网络是有效的改革机制，但很少有实证研究调查其影响。这个定性案例研究考察了研究、教学和学习整合中心 (CIRTL)，这是一个由 38 所大学组成的网络，旨在通过培养未来的教师来推进本科 STEM 教育。本研究使用涉及定性网络地图和半结构化访谈的案例研究设计，调查了将校园与 CIRTL 网络联系起来的主要机构代表的跨组织跨组织边界行为。调查结果表明，机构代表从事寻找、传播、翻译，并获得机构支持行为，以增强和扩展其本地 CIRTL 编程。结果和拟议的跨界框架证明了此类行为在帮助推进中学后 STEM 教育方面的潜力。